Department of Psychology.
Rehabil Psychol. 2020 May;65(2):173-185. doi: 10.1037/rep0000315. Epub 2020 Mar 9.
PURPOSE/OBJECTIVE: Members of minority groups may face stress as they navigate between their native culture and the dominant culture. No measure exists for evaluating acculturative stress among deaf individuals in the United States. The current study examined the psychometric properties of a modified version of the 24-item Social Attitudinal Familial and Environmental Acculturative Stress Scale (SAFE; Mena, Padilla, & Maldonado, 1987) for use with deaf undergraduate students (SAFE-D). Research Method/Design: 145 (88 females and 57 males), deaf, undergraduate students ( = 20.0; = 4.9) from a bilingual, multicultural university were included in the study. Seventy-four percent were White, 10.4% Hispanic/Latino, 9.7% Black/African American, 0.7% Asian, and 9% multiracial. The SAFE-D included 23 items. Ten items were modified, 2 items were deleted, and 1 item was added.
The SAFE-D demonstrated high internal reliability (α = .931). Four factors were identified: Perceived Societal Barriers, Social Difficulties, Family Marginalization, and Discrimination. Evidence for construct validity was demonstrated through the association of SAFE-D scores with Deaf and Hearing acculturation.
CONCLUSIONS/IMPLICATIONS: Levels of acculturative stress in the current sample were close to those reported among late immigrant and English as a Second Language undergraduate students. The 4 factors did not match those of the original SAFE scale but reflected a bidirectional model of acculturative stress unique to deaf individuals. These findings suggest that acculturative stress is a serious concern among deaf undergraduate students and that the SAFE-D can be used to assess deaf acculturative stress in this population. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
目的/目标：少数民族成员在本土文化和主流文化之间游走时可能会面临压力。目前还没有用于评估美国聋人个体的文化适应压力的测量工具。本研究检验了经过修改的 24 项社会态度家庭和环境文化适应压力量表（SAFE；Mena、Padilla 和 Maldonado，1987）的心理测量特性，用于聋人本科学生（SAFE-D）。
研究方法/设计：共有 145 名（88 名女性，57 名男性）来自双语、多元文化大学的聋人本科学生（ = 20.0； = 4.9）参与了研究。74%为白人，10.4%为西班牙裔/拉丁裔，9.7%为非裔/非裔美国人，0.7%为亚洲人，9%为多种族裔。SAFE-D 包括 23 个项目。其中 10 个项目进行了修改，2 个项目被删除，1 个项目被添加。
SAFE-D 表现出较高的内部可靠性（α =.931）。确定了 4 个因素：感知社会障碍、社会困难、家庭边缘化和歧视。通过 SAFE-D 得分与聋人和听力文化适应的关联，证明了结构效度的证据。
结论/意义：当前样本中的文化适应压力水平接近晚期移民和以英语为第二语言的本科学生报告的水平。这 4 个因素与原始 SAFE 量表的因素并不匹配，但反映了一种独特的聋人双向文化适应压力模型。这些发现表明，文化适应压力是聋人本科学生的一个严重问题，SAFE-D 可用于评估该人群的聋人文化适应压力。（PsycInfo 数据库记录（c）2020 APA，保留所有权利）。
